Journal of Education and Learning Reviews

Mental Health for Vocational Education Model in Zhengzhou City, Henan Province of China

Chenbo Huang — 2025-10-04

Background and Aim: Vocational college students in Zhengzhou, Henan Province of China, face significant mental health challenges impacting their learning and future. This study aimed to systematically investigate their mental health status, develop a scientifically sound and feasible intervention model, and evaluate its practical relevance through expert input to improve student well-being.

Materials and Methods: A mixed-methods design was employed. Quantitative data from 381 vocational students via online questionnaires assessed mental health dimensions, using stratified random sampling. Qualitative insights were gathered through 12 semi-structured interviews with psychology teachers and a focus group discussion by 9 experts using purposive sampling for the model’s confirmation. Instrument validation involved expert review and pilot testing. Data analysis combined descriptive and inferential statistics with thematic analysis, followed by expert focus group discussions for validation and refinement.

Results: The findings revealed that student mental health mapping revealed moderate, widespread challenges, including obsessive-compulsive symptoms, sleep/diet problems, interpersonal sensitivity, anxiety, and depression. Subgroup analyses showed higher stress in sophomores and distinct tendencies in urban students. In response, a five-dimensional model (assessment, literacy, prevention, counseling, ecological support) was developed. Expert evaluation yielded high approval ratings (exceeding 70% across utility, feasibility, suitability, and accuracy), confirming the model’s scientific and operational viability. This validates its potential to address identified service gaps and align with holistic mental health approaches.

Conclusion: The study successfully developed a theoretically sound and practical mental health education model. This model, validated by expert feedback, addresses the critical need for a systematic, culturally appropriate, and implementable mental health system for vocational college students. The findings provide a clear and empirically supported pathway for institutions to adopt and advance mental health care, ultimately enhancing student well-being and contributing to the field in China.

Development of Microlearning Platform on Concept Proposals for Graduate-Level Research and Thesis Project Designers

Phongsak Phakamach — 2025-10-04

Background and Aim: Addressing the challenges graduate students face in writing concept proposals for their theses is crucial. This research aims to develop and evaluate a microlearning platform that utilizes the ADDIE model to serve as a flexible and effective learning tool, helping graduate students enhance their research design skills and knowledge. The objectives of this research were: 1) to design and construct a microlearning platform for concept proposals for graduate-level research and thesis project designers, and 2) to pilot and evaluate the use of the microlearning platform for concept proposals for graduate-level research and thesis project designers.

Materials and Methods: This research was a research and development study. The sample group consisted of 78 Master’s and Doctoral students in Education, and 10 experts in ICT systems and educational innovation. The research procedure involved 4 steps: 1) studying and analyzing user needs for the platform, 2) designing and developing the platform, 3) testing usability and evaluating the platform, and 4) improving the platform’s performance. Quantitative data analysis used statistical software to present the mean and standard deviation, while qualitative data analysis used thematic analysis.

Results: The research found that: 1) The construction of a microlearning platform for concept proposals for graduate-level research and thesis project designers involved four key steps: analyzing user needs, designing and developing the platform, testing its usability and evaluating it, and finally improving its performance. The platform was developed using the ADDIE instructional design process. Experts viewed this platform as highly suitable for practical learning related to designing graduate-level research and thesis projects, with quality evaluation results at a high level. 2) Students showed the highest level of satisfaction with the developed microlearning platform. The platform effectively helped graduate-level learners develop practical skills in designing concept proposals for their thesis development, as well as enhancing their skills in using the microlearning platform and AI tools.

Conclusion: The design, construction, testing, piloting, and evaluation of the microlearning platform prototype concerning concept proposals for graduate-level research and thesis project designers, it was found that the platform developed using the presented research and development methodology is sufficiently high in quality to be confidently used for teaching and learning in courses related to graduate-level seminars, for the preparation of graduate-level theses and independent studies, and dissertation in specified courses, and for general researchers who need to write concept proposals for effective research implementation.

The Model of Vocational Learning Management of the Architectural Design Major in Vocational College at Sichuan Province of China

Wei Tan — 2025-10-04

Background and Aim: This research investigates and proposes an effective vocational learning management model for the Architectural Design Major in vocational colleges within Sichuan Province of China, driven by the evolving demands of the architectural industry. Rapid urbanization and economic growth in Sichuan necessitate a skilled workforce capable of addressing challenges in infrastructure, environmental sustainability, and cultural preservation. Traditional vocational education models often fall short in preparing graduates for these dynamic industry requirements, particularly concerning advanced technologies and sustainable practices.

Materials and Methods: The study employed a mixed-methods design, integrating quantitative and qualitative approaches to comprehensively understand current vocational learning management, identify industrial demands, and develop a responsive model. Key objectives included analyzing existing vocational learning management practices, constructing a new model tailored to industrial needs, and evaluating its effectiveness.

Results: Findings reveal that an effective vocational learning management model must prioritize practical teaching, enabling students to apply theoretical knowledge in real-world scenarios to enhance technical proficiency and problem-solving skills. The model emphasizes hands-on training in critical software like computer-aided design and building information modeling, alongside developing essential soft skills such as teamwork and communication. Crucially, it advocates for robust school-enterprise collaboration through internships, co-op programs, and industry-sponsored projects, providing invaluable work experience and networking opportunities that significantly boost graduate employability. Furthermore, the model stresses the importance of continuous curriculum updates to incorporate the latest industry trends, including VR, AR, and sustainable design principles, ensuring students are well-prepared for future challenges. It also promotes a culture of lifelong learning through continuing education and professional development, ensuring graduates remain competitive in a dynamic job market.

Conclusion: The developed model provides a strategic framework for Sichuan’s vocational colleges, moving beyond theoretical instruction to cultivate highly competent architectural design professionals. It effectively bridges the gap between academia and industry by promoting deep collaboration with enterprises, fostering practical training, and integrating real-world projects into the curriculum. This approach ensures graduates possess essential practical skills and a professional mindset. By producing job-ready professionals equipped to address modern challenges, the model directly contributes to regional economic development and sustainable urbanization.

Readiness in the Implementation of Indigenous Peoples Education (IPEd) in Ozamis Integrated School in Aloran, Misamis Occidental

Jefferson Clark Sanchez — 2025-10-04

Background and Aim: The Implementation of Indigenous Peoples Education (IPEd) is important because it ensures that the educational system respects and integrates the culture, traditions, and knowledge systems of Indigenous communities. It also promotes inclusive and equitable learning opportunities, empowering Indigenous learners while preserving their heritage and identity. This study addresses the critical gap in understanding how teachers in indigenous communities perceive and implement the Indigenous Peoples Education (IPEd) program in the Philippines, particularly in Ozamis Integrated School.

Materials and Methods: Grounded in constructivist learning principles and frameworks of cultural competence, this research employs a phenomenological qualitative design to explore the core focus areas of teacher readiness, instructional materials, and support systems.

Results: Findings reveal that approximately 75% of teachers exhibited limited knowledge of indigenous cultures, and the scarcity of culturally relevant teaching resources emerged as a significant barrier. The analysis further identified three main competency gaps: cultural awareness, pedagogical adaptation, and resource accessibility. These results contribute to the growing literature on indigenous education by offering nuanced insights into practical challenges and opportunities for policy and teacher training improvements.

Conclusion: Ultimately, the study underscores the importance of enhancing culturally responsive practices to foster equitable education, with implications extending beyond the local context to inform national strategies for indigenous inclusion.

Teachers’ Stressors, Satisfaction, and Support: An Exploration of Work-Related Factors

Augustin Ang-og — 2025-10-04

Background and Aim: The teachers working in elementary schools in the Philippines have encountered various types of stress that cause significant harm to their well-being and satisfaction with their work. The purpose of this research was to identify the personal and professional stress factors experienced by teachers, the coping skills they implemented, their level of job satisfaction, and the support provided by school administration.

Materials and methods: A qualitative instrumental case study design was employed to capture the perspectives of 20 purposively selected elementary teachers from both public and private schools. Data were collected through semi-structured interviews using an open-ended guide focused on stress, coping strategies, job satisfaction, and administrative support. Thematic analysis was conducted to generate patterns and insights.

Results: Results showed that teachers faced multiple stressors, such as health issues, financial problems, work overload, and student misbehavior. Coping strategies varied, with 65% of participants engaging in wellness activities (e.g., exercise or meditation) and 45% seeking peer support and collaboration. Job satisfaction fluctuated depending on students’ progress and recognition, but decreased with increased administrative duties, low wages, and insufficient educational materials. Although 70% of participants reported receiving emotional or technical support from administrators, most noted that these efforts were insufficient.

Conclusion: Personal and institutional factors strongly influence teachers’ well-being and job satisfaction. The analysis highlights the need to increase emotional support, reduce administrative burdens, and improve access to teaching resources by developing supportive policies and programs. School administrators and curriculum designers can use these findings to establish systems that sustain teacher efficiency and engagement, thereby improving student learning outcomes.

Unfulfilled Potential: A Document Analysis of Spiral Progression and Curriculum Coherence in Philippine Junior High School Science

Jefferson Clark Sanchez — 2025-10-04

Background and Aims: The spiral progression approach is central to the Philippine Junior High School Science curriculum, yet its real-world articulation in official documents has not been rigorously evaluated. This study situates that gap within Bruner’s spiral curriculum principles and the broader K–10 science context. This paper aims to determine the extent to which curriculum materials embody spiral features—revisitation of key ideas, increasing complexity, and vertical articulation—and to identify redundancies, shallow treatments, and sequencing gaps.

Methodology: A qualitative document/content analysis of Department of Education (DepEd) curriculum guides, lesson exemplars, Most Essential Learning Competencies (MELCs), and related policy texts (primarily 2020–2023), coded against indicators derived from Bruner and curriculum mapping literature. Ethical standards for transparent document analysis were observed.

Results: While core concepts show structured sequencing across grades, the analysis reveals significant weaknesses: content redundancies, limited conceptual depth in several domains (e.g., genetics, physics applications), and uneven vertical articulation that interrupts coherent progression and deep understanding.

Conclusion: The findings provide an empirical, document-based critique of spiral implementation in a Southeast Asian setting and underscore the need for clearer progression strategies, stronger vertical alignment, and reduced redundancy to better realize spiral principles and improve science learning outcomes

Perceptions and Paradoxes: Exploring Graduate Students' Attitudes towards Generative AI's Role in Higher Education

Sanny Jr. Tangente — 2025-10-04

Background and Aim: This study investigates the attitudes of graduate students toward generative artificial intelligence (AI) technologies in the context of higher education. Specifically, it examines students’ level of knowledge, willingness to use, and concerns regarding the educational application of generative AI tools such as ChatGPT.

Materials and Methods: Anchored on a descriptive-correlational research design, the study employed quantitative methods to gather data from the 134 graduate students using a validated survey instrument.

Results: Findings revealed that participants generally exhibited a moderate level of understanding, a high degree of willingness to use generative AI, and moderate levels of concern related to its potential impact on academic integrity, skill development, and social interaction. Statistically significant differences were found between knowledge, willingness, and concern levels. However, correlation analyses showed no significant relationships between the frequency of AI usage and the three attitude dimensions, indicating that regular exposure does not necessarily lead to increased understanding or reduced concern. Furthermore, the findings highlight the importance of cultivating reflective engagement and critical awareness among graduate students as they navigate the opportunities and limitations of emerging technologies in their academic pursuits.

Conclusion: This study contributes to the growing body of literature on AI in education and offers actionable insights for institutional policy, curriculum development, and further research. This study extends the current understanding by revealing specific attitudes within the context of graduate education in the Philippines, a perspective largely absent in the existing literature.

Understanding the Work-Life Balance of Filipino Online ESL Teachers in Their Dual Roles as Educators and Parents of Young Children

Jona Mae Lanzaderas — 2025-10-04

Background and Aim: Balancing professional and parental responsibilities is a growing concern for many online educators, especially those raising young children. While remote teaching offers flexibility, Filipino online ESL teachers continue to face unique challenges in managing their dual roles, an area that remains underexplored. The study aimed to examine the work-life balance of ESL teacher-parents by exploring their parenting and teaching roles, challenges, coping strategies, and sources of motivation across Luzon, Visayas, and Mindanao.

Materials and Methods: This qualitative multiple case study involved 10 female ESL teacher-parents. Guided by Merriam’s (1998) model, data were collected through online interviews and analyzed using coding, category development, and interpretation.

Results: Findings revealed that teacher-parents performed their professional duties by showing dedication, managing student behavior, and fostering student engagement. As parents, they maximized time with their children, shared responsibilities, and adopted parenting styles. To navigate roles, they maintained consistent teaching schedules, utilized flexible work hours, and set boundaries. Challenges included child-related interruptions, emotional strain, financial stress, sleep deprivation, and limited personal time. They addressed these through time planning, emotional support, backup plans, budgeting, and self-care. They were motivated by family, earnings, flexibility, and fulfillment.

Conclusion: It was concluded that they use a variety of strategies, shared or personal, to manage their roles despite challenges, emphasizing the need for support and flexibility.

The Mediating Role of Work Engagement in the Servant Leadership Creativity Relationship Among Chinese University Faculty

Ntapat Worapongpat — 2025-10-04

Background and Aim: This study examined the mediating role of teachers’ job engagement in the relationship between servant leadership and teachers’ innovative behavior in higher vocational colleges in Liaoning Province, China. Specifically, it aimed (1) to develop a mediation model linking servant leadership to innovative behavior through job engagement, and (2) to determine the extent to which engagement explains this relationship.

Materials and Methods: A quantitative design was employed with data from 385 faculty members selected via stratified random sampling. A structured questionnaire using five-point Likert scales was administered, and data were analyzed using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). Reliability and validity were confirmed, and model fit was assessed using multiple indices.

Results: Servant leadership had no significant direct effect on teachers’ innovative behavior (β = 0.07, p > 0.05) but showed a significant positive effect on job engagement (β = 0.63, p < 0.001). Job engagement, in turn, had a significant positive effect on innovative behavior (β = 0.52, p < 0.001) and fully mediated the relationship between servant leadership and innovative behavior. The SEM demonstrated strong fit (χ²/df = 1.154, GFI = 0.985, AGFI = 0.969, CFI = 0.985, TLI = 0.984, RMR = 0.019, RMSEA = 0.022).

Conclusion: Findings demonstrate that servant leadership enhances innovation indirectly through job engagement, underscoring the centrality of engagement in faculty creativity. Theoretically, the study extends servant leadership research by establishing full mediation in a Chinese higher education context. Practically, it suggests that vocational colleges should prioritize engagement-focused leadership development to foster innovation and faculty well-being.

Turning Pages, Facing Challenges: Students’ Attitudes, Preferences, and Difficulties in Learning English Through World Literature

Wendel Jr. Ragusta — 2025-10-04

Background and Aim: This study investigated the key learner factors—attitudes, preferences, and perceived difficulties of Grade 10 students toward World Literature as a component of English language learning. Conducted during the second semester of the 2022 academic year at a public high school in San Miguel, Zamboanga del Sur, the study aimed to examine how these factors interact in shaping students’ engagement with World Literature.

Materials and Methods: A quantitative descriptive survey was administered to 50 randomly selected Grade 10 students from a population of 138. Data were analyzed using Kendall’s tau correlation to examine relationships among variables.

Results: Students exhibited generally positive attitudes and strong preferences for learning English through World Literature, but also reported significant difficulties in comprehension and engagement. Statistical tests revealed no significant correlations (τ = .389, p = .144), indicating that attitudes, preferences, and difficulties operate independently.

Conclusion: The findings suggest that positive dispositions alone do not reduce the challenges students encounter. This highlights the need for pedagogical interventions that address specific difficulties in text complexity, cultural unfamiliarity, and time constraints, rather than assuming motivation and interest are sufficient.

A Course Evaluation of Foundations of Language and Linguistics: B. Ed. Four-Year Course (CIPP Model)

Nirajan Bohara — 2025-11-02

Background and Aims: The main goal of this study was to evaluate the course titled Foundations of Language and Linguistics in the Bachelor of Education (B.Ed.) Four-year program at Tribhuvan University using the (CIPP) Context, Input, Process, and Product model approach. The purpose of using the CIPP model is to assess delivery, relevance, and learning outcomes.

Methodology: This study employs a small qualitative design employing semi-structured interviews with two university professors and two B.Ed. Graduates to gain insights.

Results: Findings revealed limited practical application, outdated curriculum, contextual phenomena, minimal resources for instruction, and many more.

Conclusion: This study contributes to the practical-oriented learning, collaborative learning, and emphasis on student-centered pedagogy.